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|Title:||Multiliteracies and Multimodal Text Analysis in Classroom Work with Children's Literature||Contributor(s):||Unsworth, Len (author)||Publication Date:||2007||Handle Link:||https://hdl.handle.net/1959.11/2162||Abstract:||Multimodality has long been the reality of school curriculum materials, but the latter part of the 20th century has seen a significant shift to the prominence of images (Goodman & Graddol, 1996; Kress, 1995, 1997, 2000). The proliferation of computer-based resources has drawn attention to the increasing role of multimodal and intermodal features of textual materials in digital forms (Baldry, 2000; Bolter, 1998; Jewitt, 2002; Lemke, 2002) and in hard copy forms (Henderson, 1999; Royce, 1998; Russell, 2000). Nevertheless, many teachers and students see multimodality as a naturalized aspect of conventional hard copy and computer-based texts, and their visual, verbal, acoustic, and digital 'constructedness' is rarely addressed in classroom work.||Publication Type:||Book Chapter||Source of Publication:||New Directions in the Analysis of Multimodal Discourse, p. 331-360||Publisher:||Lawrence Erlbaum Associates||Place of Publication:||Mahwah, N.J.||ISBN:||0805851062||Field of Research (FOR):||130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||http://nla.gov.au/anbd.bib-an41171973
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|Appears in Collections:||Book Chapter|
School of Education
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